Classrooms in Peace Within Violent Contexts: Field Evaluation of Aulas en Paz in Colombia.

Classrooms in Peace (Aulas en Paz) is an elementary school-based multicomponent program for prevention of aggression and promotion of peaceful relationships. Inspired by international programs and socio-emotional research, it includes (1) a classroom universal curriculum, (2) parent workshops and home visits to parents of the 10% most aggressive children, and (3) extracurricular peer groups of two aggressive and four prosocial children. Activities seek to promote socio-emotional competencies such as empathy, anger management, creative generation of alternatives, and assertiveness.

Effects of the cyberbullying prevention program media heroes (Medienhelden) on traditional bullying.

There is considerable debate over whether cyberbullying is just another form of bullying, or whether it is a problem distinct enough to require specific intervention. One way to explore this issue is to analyze whether programs designed to prevent traditional bullying help prevent cyberbullying, and whether programs designed to prevent cyberbullying prevent traditional bullying. The main goal of the current study was to analyze the spillover effects of the cyberbullying prevention program Media Heroes (Medienhelden) on traditional bullying.

Homophobic Attitudes and Associated Factors Among Adolescents: A Comparison of Six Latin American Countries.

Homophobic attitudes are still very common in the world, although there are large differences between countries. This study analyzed the responses of almost 30,000 8th- and 9th-grade students from six countries who participated in the Latin American component of the International Civic and Citizenship Education Study. Higher levels of homophobia were found in the Dominican Republic, Guatemala, and Paraguay than in Chile, Colombia, and Mexico.

Money and age in schools: Bullying and power imbalances.

School bullying continues to be a serious problem around the world. Thus, it seems crucial to clearly identify the risk factors associated with being a victim or a bully. The current study focused in particular on the role that age and socio-economic differences between classmates could play on bullying.

Socio-economic, socio-political and socio-emotional variables explaining school bullying: a country-wide multilevel analysis.

Why do some countries, regions and schools have more bullying than others? What socio-economic, socio-political and other larger contextual factors predict school bullying? These open questions inspired this study with 53.316 5th- and 9th-grade students (5% of the national student population in these grades), from 1,000 schools in Colombia. Students completed a national test of citizenship competencies, which included questions about bullying and about families, neighborhoods and their own socio-emotional competencies.